An investigation into when and how to train medical students for the most effective learning of non-technical skills: A qualitative study

Salman Riaz; Roozbeh Naemi

doi:10.1921/jpts20242374

Authors

Salman Riaz Hamad Medical Corporation, Qatar https://orcid.org/0000-0001-8541-2650
Roozbeh Naemi https://orcid.org/0000-0002-2998-2883

DOI:

https://doi.org/10.1921/jpts20242374

Keywords:

communication, medical students, non-technical skills;, simulation training, curriculum

Abstract

This study aimed to explore the undergraduate level at which the non-technical skills (NTS) should be taught. The objectives were to explore teachers’ perceptions of the effectiveness of simulation for NTS training and designing NTS simulation sessions to achieve student competence. A qualitative design was adopted, by interviewing 30 teachers and then using 5 focused group discussions for data triangulation and confirmation of responses. Thematic analysis was conducted to analyse the data by focusing on the ideas, experiences, opinions and meanings presented by the participants. Most of the participants strongly believed in the benefits of teaching NTS from pre-clinical years. Teachers’ consensus was to train students in communication, situation awareness, teamwork and leadership skills from pre-clinical years. However decision-making and stress management were agreed to be trained from clinical years as they require clinical knowledge. The use of simulation was found to be most effective for training among other methods like didactic sessions, case-based discussions and video-assisted learning. Simulation sessions integrating technical and NTS, fewer learning outcomes and effective debriefing were considered advantageous for effective learning. Simulation-based education using a spiral curriculum approach, starting training from pre-clinical years and gradually increasing difficulty through intricate exercises in clinical years can be suggested to achieve the desired competence of NTS.

Author Biographies

Salman Riaz, Hamad Medical Corporation, Qatar

Dr. Salman Riaz is a clinician and specialist in simulation-based education, serving as a Simulation Research and Training Specialist, Director of the Standardized Patients Program, and Director of the Simulation Fellowship Program at the ITQAN Clinical Simulation and Innovation Center, Hamad Medical Corporation, Qatar. With extensive expertise in medical education, curriculum planning, assessment, and faculty development, he has a proven track record in program development and accreditation.

Roozbeh Naemi

Roozbeh Naemi is a Professor in Rehabilitation and Assistive Technology at the University of Salford. He is a chartered engineer and scientist with a distinguished career in clinical research and an interdisciplinary educational background spanning from biomedical engineering to biomechanics.

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